Transforming Schools 3Transforming schools into learning communitiesTransforming schools into learning communities requires a shift from an individualisticto a collectivist perspective. Establishing desired results means attending to the goals andobjectives of both the participants
and the community as a whole. Changing from the “I” to the“We”
involves designing, implementing, and managing a shared vision throughout thecommunity in such a way that empowers teachers to share and reflect on best practices, thusdriving to increase student achievement. Specifically, teachers, students, and administrators eachhave a particular role in how they interact in the learning community. To the degree that schoolscan transform into a learning community depends on the level of involvement of all stakeholders.AdministratorsAdministrators have a key role in the transformation process due to their directcommunication they have with all stakeholders (e.g., community, school board, teachers,students, and parents). The superintendent, for example, creates a bond between the school andcommunity through a variety of forms of communication: mass, direct, small group, and person-to-person. In order to promote beneficial school attributes to the public
like a professionallearning community
Bagin, Gallagher, and Moore recommend a more direct form of
communication that includes “case statements, letters, direct mail, prospectuses” etc. (
2008, p.79). School-community relations inform taxpayers on how their tax dollars are being spent.Policy committees that involve administrators, teachers, and civil leaders bridge school andcommunity by having both groups work towards a common goal. The way in which a policycommittee interacts is similar to how a learning community interacts: collaborative, collegial,compromising, empowering, etc.